[1]孙 丹,李 艳.国内外青少年编程教育的发展现状、研究热点及启示——兼论智能时代我国编程教育的实施策略[J].远程教育杂志,2019,(03):047-60.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.005]
 Sun Dan,Li Yan.The Development Status, Research Hotspots and Enlightenment of Youth Programming Education in China and Foreign Countries: Also Discuss the Implementation Strategy of Programming Education for China in the Age of Intelligence[J].Distance Education Journal,2019,(03):047-60.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.005]
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国内外青少年编程教育的发展现状、研究热点及启示——兼论智能时代我国编程教育的实施策略()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年03期
页码:
047-60
栏目:
国际视野
出版日期:
2019-05-15

文章信息/Info

Title:
The Development Status, Research Hotspots and Enlightenment of Youth Programming Education in China and Foreign Countries: Also Discuss the Implementation Strategy of Programming Education for China in the Age of Intelligence
作者:
孙 丹; 李 艳
浙江大学 教育学院,浙江杭州 310028
Author(s):
Sun Dan; Li Yan
College of Education, Zhejiang University, Hangzhou Zhejiang 310028
关键词:
青少年编程教育发展现状研究热点实践策略
Keywords:
YouthProgramming EducationDevelopment StatusResearch HotspotImplementation Strategy
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2019.03.005
文献标志码:
A
摘要:
智能技术的出现预示着一个全新时代的到来,世界各国均试图抢占人工智能时代的教育发展先机,青少年编程教育行业的发展更是寄托着国家的希望。梳理典型的青少年编程语言与平台,代表性国家的青少年编程教育实践及青少年编程教育研究热点,可以为使广大研究者更好地了解世界范围内青少年编程教育实践与研究现状。研究发现,以美国、澳大利亚、英国、欧盟为代表的国家,均已将编程能力的培养落实到国家政策,根据青少年不同学习阶段制定相应的学习内容,并将编程教育充分融入至校内课程。同时,国内外青少年编程教育研究热点同异并存,主要集中于研究编程对青少年计算思维等高阶思维能力的影响,编程融入中小学全学科发展,编程对亲子关系以及学生心理效能的影响,编程与创客教育的整合以及性别对青少年编程学习的影响等领域。相较而言,我国青少年编程教育的起步稍晚,国内青少年编程教育主要以行业为主导,校内编程教育尚未成体系,相关研究侧重价值探讨、追随国际热点等特点。从当前的国内外青少年编程教育现状及对研究热点的分析来看,我国青少年编程教育需要改善现有的实践策略,即加快编程教育领域的课程标准和内容制定、确保编程教育在中小学及相关校外机构的实施、加强中小学编程教育的师资培养和在职培训以及开展真实情境下青少年编程教育的实证研究。
Abstract:
The emergence of intelligent technology indicates the arrival of a new era. All countries in the world are trying to seize the opportunities of education development in the era of artificial intelligence. The development of the youth programming education industry is bearing the hope of the country. In order to better understand the current situation of youth programming education and research in the world, this paper combed the typical youth programming language and platform, the youth programming education practice in representative countries and the research hotspot of youth programming education. The study found that countries represented by the United States, Australia, the United Kingdom, and the European Union have implemented the cultivation of programming skills into national policies, formulated corresponding learning content according to different learning stages of adolescents, and fully integrated programming education into on-campus curriculum. At the same time, domestic and international youth programming education research hotspots coexists, and mainly focusing on the development of thinking ability in young students’ programming education (especially computational thinking), integrating programming into all subjects, enhancing parent-child relationship, promoting students’ psychological efficiency, combining programming education with maker education and comparing the difference of gender in programming education. In comparison, the start and development of Chinese youth programming education is relatively slow. The domestic youth programming education is mainly led by the industry, and there are problems such as the inadequacy of programming education in the school. In terms of research, there are characteristics such as focusing on value discussion and following international hot spots. Based on the analysis of the current situation and research hotspots of youth programming education, this study attempts to put forward the practical path of youth programming education in China, namely, speed up the curriculum standards and content formulation in the field of programming education, implement of education in primary and secondary schools and related off-campus institutions, strengthen the training of teachers in primary and secondary programming education, and carry out the empirical study of youth programming education in real situations.

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备注/Memo

备注/Memo:
基金项目:本文系2019年度浙江省哲学社会科学新兴(交叉)学科重大扶持项目“面向学生批判性思维提升的心理-技术-课程交叉协同研究”子课题“利用现代教育技术开展学生批判性思维培养的理论与实践研究”(19XXJC03ZD-2)和2018浙江大学学科交叉预研专项项目“基于AI的高校教学改革研究”的阶段性研究成果。
更新日期/Last Update: 1900-01-01